Trophies CC Rev 6

Houghton Mifflin Harcourt Trophies © 2007 Grade 6

correlated to The Common Core State Standards for English Language Arts

© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

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Trophies Grade K

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Theme 1: The Best School Year Ever

20A 39P Reading Standards for Literature 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. 5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Writing Standards 2.a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 2.c. Use appropriate transitions to clarify the relationships among ideas and concepts. 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2.e. Establish and maintain a formal style. 2.f. Provide a concluding statement or section that follows from the information or explanation presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) Speaking and Listening Standards 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.




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Language Standards 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




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Theme 1: Yang the Eldest and His Odd Jobs

40A 63P Reading Standards for Literature 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 2.a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 2.c. Use appropriate transitions to clarify the relationships among ideas and concepts. 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2.e. Establish and maintain a formal style. 2.f. Provide a concluding statement or section that follows from the information or explanation presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) Speaking and Listening Standards 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.)




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Language Standards 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). 4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




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Theme 1: Knots in My Yo-yo String

64A 83P Reading Standards for Literature 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 3.a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. 3.e. Provide a conclusion that follows from the narrated experiences or events. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.




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Speaking and Listening Standards 1.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.) Language Standards 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). 4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. 5.a. Interpret figures of speech (e.g., personification) in context. 5.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




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Theme 1: The Marble Champ

84A 105N Reading Standards for Literature 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. 5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Writing Standards 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Speaking and Listening Standards 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. Language Standards 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 4.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




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Theme 1: Darnell Rock Reporting

106A 129N Reading Standards for Literature 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 3.a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. 3.e. Provide a conclusion that follows from the narrated experiences or events. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) Speaking and Listening Standards 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.




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Language Standards 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 4.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). 5.a. Interpret figures of speech (e.g., personification) in context. 5.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




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Theme 2: Number the Stars

132A 159P Reading Standards for Literature 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. Writing Standards 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) Speaking and Listening Standards 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.




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Language Standards 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 4.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). 5.a. Interpret figures of speech (e.g., personification) in context. 5.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




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Theme 2: The Summer of the Swans

160A 183P Reading Standards for Literature 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 2.a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 2.c. Use appropriate transitions to clarify the relationships among ideas and concepts. 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2.e. Establish and maintain a formal style. 2.f. Provide a concluding statement or section that follows from the information or explanation presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.)




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Speaking and Listening Standards 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.) Language Standards 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 4.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). 5.a. Interpret figures of speech (e.g., personification) in context. 5.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




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Theme 2: Old Yeller

184A 205P Reading Standards for Literature 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 2.a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 2.c. Use appropriate transitions to clarify the relationships among ideas and concepts. 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2.e. Establish and maintain a formal style. 2.f. Provide a concluding statement or section that follows from the information or explanation presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.




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Speaking and Listening Standards 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.) Language Standards 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 4.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 5.a. Interpret figures of speech (e.g., personification) in context. 5.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




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Theme 2: Trapped by the Ice!

206A 235N Reading Standards for Literature 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. 5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Writing Standards 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. 8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.




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Speaking and Listening Standards 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.) Language Standards 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 4.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 5.a. Interpret figures of speech (e.g., personification) in context. 5.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




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Theme 2: Flood: Wrestling with the Mississippi

236A 257N Reading Standards for Literature 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 2.a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 2.c. Use appropriate transitions to clarify the relationships among ideas and concepts. 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2.e. Establish and maintain a formal style. 2.f. Provide a concluding statement or section that follows from the information or explanation presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) Speaking and Listening Standards 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.)




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Language Standards 1.a. Ensure that pronouns are in the proper case (subjective, objective, possessive). 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 4.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 5.a. Interpret figures of speech (e.g., personification) in context. 5.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




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Theme 3: The Stone Age News

260A 281P Reading Standards for Informational Text 2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). 10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 2.a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 2.c. Use appropriate transitions to clarify the relationships among ideas and concepts. 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2.e. Establish and maintain a formal style. 2.f. Provide a concluding statement or section that follows from the information or explanation presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.)




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Speaking and Listening Standards 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.) Language Standards 1.a. Ensure that pronouns are in the proper case (subjective, objective, possessive). 1.b. Use intensive pronouns (e.g., myself, ourselves). 1.c. Recognize and correct inappropriate shifts in pronoun number and person.* 1.d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* 1.e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.* 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.*




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Theme 3: Ancient China

282A 303P Reading Standards for Literature 6. Explain how an author develops the point of view of the narrator or speaker in a text. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 2.a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 2.c. Use appropriate transitions to clarify the relationships among ideas and concepts. 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2.e. Establish and maintain a formal style. 2.f. Provide a concluding statement or section that follows from the information or explanation presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) Speaking and Listening Standards 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.)




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Language Standards 1.a. Ensure that pronouns are in the proper case (subjective, objective, possessive). 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). 4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. 4.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).




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Theme 3: Pyramids

304A 325N Reading Standards for Literature 6. Explain how an author develops the point of view of the narrator or speaker in a text. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 2.a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 2.c. Use appropriate transitions to clarify the relationships among ideas and concepts. 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2.e. Establish and maintain a formal style. 2.f. Provide a concluding statement or section that follows from the information or explanation presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) 7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. 8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.




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Speaking and Listening Standards 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.) Language Standards 1.a. Ensure that pronouns are in the proper case (subjective, objective, possessive). 1.b. Use intensive pronouns (e.g., myself, ourselves). 1.c. Recognize and correct inappropriate shifts in pronoun number and person.* 1.d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* 1.e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.* 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). 4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. 4.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).




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Theme 3: Look Into the Past: The Greeks and the Romans

326A 349N Reading Standards for Literature 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 2.a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 2.c. Use appropriate transitions to clarify the relationships among ideas and concepts. 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2.e. Establish and maintain a formal style. 2.f. Provide a concluding statement or section that follows from the information or explanation presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.)




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Speaking and Listening Standards 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.) 7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. 8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Language Standards 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). 4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. 4.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




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Theme 3: The Skill of Pericles

350A 371N Reading Standards for Literature 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 2.a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 2.c. Use appropriate transitions to clarify the relationships among ideas and concepts. 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2.e. Establish and maintain a formal style. 2.f. Provide a concluding statement or section that follows from the information or explanation presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. 7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. 8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.




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Speaking and Listening Standards 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.) Language Standards 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). 5.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




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Theme 4: My Side of the Mountain

374A 391P Reading Standards for Literature 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. Writing Standards 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) Speaking and Listening Standards 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.)




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Language Standards 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 4.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 5.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




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Theme 4: Fall Secrets

392A 413N Reading Standards for Literature 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) Speaking and Listening Standards 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.)




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Theme 4: Girls Think of Everything

414A 437P Reading Standards for Literature 7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 2.a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 2.c. Use appropriate transitions to clarify the relationships among ideas and concepts. 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2.e. Establish and maintain a formal style. 2.f. Provide a concluding statement or section that follows from the information or explanation presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.




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Speaking and Listening Standards 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.) Language Standards 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 4.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). 5.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




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Theme 4: A Do-It-Yourself Project

438A 461N Reading Standards for Literature 7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 2.a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 2.c. Use appropriate transitions to clarify the relationships among ideas and concepts. 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2.e. Establish and maintain a formal style. 2.f. Provide a concluding statement or section that follows from the information or explanation presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.




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Theme 4: Catching the Fire: Philip Simmons, Blacksmith

462A 483N Reading Standards for Literature 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 2.a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 2.c. Use appropriate transitions to clarify the relationships among ideas and concepts. 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2.e. Establish and maintain a formal style. 2.f. Provide a concluding statement or section that follows from the information or explanation presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.




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Theme 5: Seventh Grade

486A 505P Reading Standards for Literature 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 1.a. Introduce claim(s) and organize the reasons and evidence clearly. 1.b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. 1.c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. 1.d. Establish and maintain a formal style. 1.e. Provide a concluding statement or section that follows from the argument presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) Speaking and Listening Standards 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.)




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Theme 5: My Name Is San Ho

506A 529N Reading Standards for Literature 6. Explain how an author develops the point of view of the narrator or speaker in a text. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 1.a. Introduce claim(s) and organize the reasons and evidence clearly. 1.b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. 1.c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. 1.d. Establish and maintain a formal style. 1.e. Provide a concluding statement or section that follows from the argument presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) Speaking and Listening Standards 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.)




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Language Standards 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 4.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). 5.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




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Theme 5: Out of Darkness: The Story of Louis Braille

530A 547N Reading Standards for Literature 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 1.a. Introduce claim(s) and organize the reasons and evidence clearly. 1.b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. 1.c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. 1.d. Establish and maintain a formal style. 1.e. Provide a concluding statement or section that follows from the argument presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) Speaking and Listening Standards 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.)




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Theme 5: Anne of Green Gables

548A 575N Reading Standards for Literature 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 1.a. Introduce claim(s) and organize the reasons and evidence clearly. 1.b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. 1.c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. 1.d. Establish and maintain a formal style. 1.e. Provide a concluding statement or section that follows from the argument presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Speaking and Listening Standards 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.)




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Theme 5: Cowboys: Roundup on an American Ranch

576A 597N Reading Standards for Literature 6. Explain how an author develops the point of view of the narrator or speaker in a text. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 1.a. Introduce claim(s) and organize the reasons and evidence clearly. 1.b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. 1.c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. 1.d. Establish and maintain a formal style. 1.e. Provide a concluding statement or section that follows from the argument presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) Speaking and Listening Standards 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.)




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Language Standards 1.a. Ensure that pronouns are in the proper case (subjective, objective, possessive). 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 4.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). 5.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




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Theme 6: Atlas in the Round

600A 625P Reading Standards for Literature 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 2.a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 2.c. Use appropriate transitions to clarify the relationships among ideas and concepts. 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2.e. Establish and maintain a formal style. 2.f. Provide a concluding statement or section that follows from the information or explanation presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) 7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. 8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.




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Theme 6: Dive! My Adventures in the Deep Frontier

626A 643P Reading Standards for Literature 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) Speaking and Listening Standards 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.)




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Language Standards 1.a. Ensure that pronouns are in the proper case (subjective, objective, possessive). 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 4.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). 5.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




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Theme 6: I Want to Be an Astronaut

644A 665N Reading Standards for Literature 3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Speaking and Listening Standards 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.)




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Language Standards 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 5.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




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Theme 6: CyberSurfer

666A 691N Reading Standards for Literature 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 2.a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 2.c. Use appropriate transitions to clarify the relationships among ideas and concepts. 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2.e. Establish and maintain a formal style. 2.f. Provide a concluding statement or section that follows from the information or explanation presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.




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Speaking and Listening Standards 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.) Language Standards 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 4.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 5.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




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Theme 6: The Case of the Shining Blue Planet

692A 709N Reading Standards for Literature 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Speaking and Listening Standards 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.)




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Language Standards 1.a. Ensure that pronouns are in the proper case (subjective, objective, possessive). 2.b. Spell correctly. 3.a. Vary sentence patterns for meaning, reader/listener interest, and style.* 3.b. Maintain consistency in style and tone.* 4.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 5.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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